The interplay between teachers' value-related educational goals and their value-related school climate over time.

UNLABELLED

Values education within the school context is, among other elements, shaped by a value-related school climate as well as teachers' value-related educational goals. This longitudinal study investigated the interplay between these two elements over fifteen months, starting in March 2021, and including four points of measurement ( - ). The sample consisted of 118 primary school teachers (years 1 and 2) from primary schools in Switzerland. Teachers' value-related educational goals were measured with the , and teachers' perception of their school climate was measured with the . along with for missing data were used to investigate the reciprocal relationships along the four dimensions of value-related educational goals represented by Schwartz's , , , and and their corresponding dimensions of a perceived value-related school climate of , , , and For the dimensions " and ," the analyses revealed that the perceived value-related school climate of predicted teachers' value-related educational goals of significantly from to , while an effect in the opposite direction from to and from to was found. For the dimension " and ," the analyses revealed that the perceived value-related school climate of predicted teachers' value-related educational goals of from to . These findings are discussed in light of the dynamic processes of values education within the school environment as well as in the context of environmental and societal developments.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s10212-024-00849-y.